Today, the students learned about the differences between observations and inferences through a series of activities in a lesson that began the previous day. The "Do-Now" at the front of the class was for students to open to the assignment on their Chromebooks and compare answers/peer edit with their table-mates. As students filed in, CT turned student attention to the directions on the board an--once students settled in, circled around the classroom to ask questions and listen to the paired discussions. During this peer edit time, CT found two off task students and made a loud statement to the class ("right now you should be peer editing and discussing the assignment, not changing your Chromebook background to a bunch of cute kittens *ahem* Jessica.") Students laughed at this but it actually seemed effective. Later, she came across another student who was not on the assignment screen and made another statement to the class about her expectations during seat work. She did this while standing next to the off task student, and he got right back to work. After the peer edit, CT facilitated a class discussion.
Before the start of the class discussion, CT asked students to close their Chromebooks. I assume this is because she had to stand at her own computer at the front of the class, and would not be able to walk around and check student screens. She asked students raise their hands and offer up the observations they just discussed as partners. During this activity, she called on students that raised their hands as well as students that did not--saying "Hmm, I haven't heard from David in a while. David, what did you observe?" CT was lighthearted and silly during this discussion, and this was one way she engaged students. For example, one student said that she observed milk in beaker two. CT said, "Milk! Do you know for sure that it was milk?" and picked up a quart container with what looked like spoiled mike inside. Students gasped and groaned about how disgusting the spoiled milk was. Then she walked up to the student that said it was milk, and asked her to smell it. It was actually water and white shoe polish! Students laughed and discussed how labeling the unknown liquid as milk counts as an inference. This activity really stimulated students and got them excited about their learning.
During the next activity, CT projected confusing/vague pictures on the board and asked students to make observations. If a student made an inference instead, she would make a joke or some silly inference that mirrored their thinking. This got students laughing, and soon, the whole class was participating. If one student offered up an inference instead of an observation other students would call him or her out and CT allowed this informal and lighthearted discussion to continue. Additionally, students made "out-there" inferences such as "Big Foot must live there!" that got them engaged and excited. Honestly, all students were paying attention and participating during this activity.
To close the class, CT used a Kahoot, which is a type of online poll. The students literally stood up and cheered when they found out they'd be completing a Kahoot. This activity went up to the bell, and students left the room chattering about their scores and what an inference is versus an observation.
To me, student engagement is everything. Would I want to be a student in my class? If not, things have to change. If students are not engaged, they are not learning. It is important to remember that student engagement looks different for different students. For example, one student might be engaged is he is doodling. Another student might show typical signs of engagement (think, SLANT). Another student might be bent over himself, hitting his nose on the desk. During class, students were doing all of these things, yet all were engaged. When I stood closer to the boy with his head down, I hear him quietly reacting out loud to the discussion, and once in a while, he would call out his answer.
To encourage my students, I will use a bit of appropriate humor, as well as excitement in my intonation and body language. I find that attitudes are contagious. I want my students to feel, and feed off of my energy and excitement. If (haha—I mean, when!) I am tired, stressed, or feeling under the weather, I will “fake it till I make it.” Although I want my energy to be enough to get students engaged, I know more is required. I plan to use technology effectively and employ innovative teaching and learning methods in my classroom. If students know they can use their phone for learning, or that they will have the opportunity to use a chromebook at the end of the period, this can increase intrinsic motivation, which I believe is critical to student engagement.
Before the start of the class discussion, CT asked students to close their Chromebooks. I assume this is because she had to stand at her own computer at the front of the class, and would not be able to walk around and check student screens. She asked students raise their hands and offer up the observations they just discussed as partners. During this activity, she called on students that raised their hands as well as students that did not--saying "Hmm, I haven't heard from David in a while. David, what did you observe?" CT was lighthearted and silly during this discussion, and this was one way she engaged students. For example, one student said that she observed milk in beaker two. CT said, "Milk! Do you know for sure that it was milk?" and picked up a quart container with what looked like spoiled mike inside. Students gasped and groaned about how disgusting the spoiled milk was. Then she walked up to the student that said it was milk, and asked her to smell it. It was actually water and white shoe polish! Students laughed and discussed how labeling the unknown liquid as milk counts as an inference. This activity really stimulated students and got them excited about their learning.
During the next activity, CT projected confusing/vague pictures on the board and asked students to make observations. If a student made an inference instead, she would make a joke or some silly inference that mirrored their thinking. This got students laughing, and soon, the whole class was participating. If one student offered up an inference instead of an observation other students would call him or her out and CT allowed this informal and lighthearted discussion to continue. Additionally, students made "out-there" inferences such as "Big Foot must live there!" that got them engaged and excited. Honestly, all students were paying attention and participating during this activity.
To close the class, CT used a Kahoot, which is a type of online poll. The students literally stood up and cheered when they found out they'd be completing a Kahoot. This activity went up to the bell, and students left the room chattering about their scores and what an inference is versus an observation.
To me, student engagement is everything. Would I want to be a student in my class? If not, things have to change. If students are not engaged, they are not learning. It is important to remember that student engagement looks different for different students. For example, one student might be engaged is he is doodling. Another student might show typical signs of engagement (think, SLANT). Another student might be bent over himself, hitting his nose on the desk. During class, students were doing all of these things, yet all were engaged. When I stood closer to the boy with his head down, I hear him quietly reacting out loud to the discussion, and once in a while, he would call out his answer.
To encourage my students, I will use a bit of appropriate humor, as well as excitement in my intonation and body language. I find that attitudes are contagious. I want my students to feel, and feed off of my energy and excitement. If (haha—I mean, when!) I am tired, stressed, or feeling under the weather, I will “fake it till I make it.” Although I want my energy to be enough to get students engaged, I know more is required. I plan to use technology effectively and employ innovative teaching and learning methods in my classroom. If students know they can use their phone for learning, or that they will have the opportunity to use a chromebook at the end of the period, this can increase intrinsic motivation, which I believe is critical to student engagement.